A Study on the Relationship Between the Emotional Intelligence and the Teaching Efficacy of Teachers of Gifted Students in Junior High School

[[abstract]]The purpose of this study is to understand the current situation of emotional intelligence and the teaching efficacy of teachers of gifted students in junior high school, and compare the difference of emotional intelligence of teachers in gifted and general education. At the same time, examine the differences between emotional intelligence and the teaching efficacy of individual background. In the end, analyze the correlation between emotional intelligence and the teaching efficacy. Those teachers including 194 teachers of gifted education and 194 teachers of general education are distributed over the north, the middle, and the south of Taiwan in gifted resource classes, English gifted classes, Language gifted classes, and Math/Science gifted classes. However, actually available samples are 316 teachers(81.44%). 158 teachers of gifted education have been inquired to complete the questionnaire of emotional intelligence and the teaching efficacy. 158 teachers of general education have been inquired to complete the questionnaire of emotional intelligence. Some statistical methods including mean, standard deviation, t-test, one-way ANOVA, Pearson’s Product-Mount Correlation, and Canonical Correlation were used to analyze the empirical data. The major findings were stated as below: 1. Teachers of gifted students in junior high school tend to have high degrees of entire emotional intelligence. Four dimensions from the top to the bottom is in order as following: “self-awareness,” “social-awareness,” “self-management,” and “relationship-management.” 2. Teachers of gifted students in junior high school tend to have high degrees of entire teaching efficacy. Six dimensions from the top to the bottom is in order as following: “the atmosphere of the classes,” “harmonious relationship,” “evaluation,” “teaching skill,” “plan and context,” and “communication and co-ordination.” 3. No significant differences were found in the emotional intelligence of teachers of gifted students in junior high school among different individual background. 4. After compare the emotional intelligence of teachers of gifted and general students in junior high school, no significant differences were found. 5. The teaching efficacy of teachers of gifted students in junior high school is different among different individual background. Significant differences were found in age. The age is older, and the teaching efficacy is better. 6. The emotional intelligence of teachers of gifted students in junior high school has a significantly high degree of relationship with the teaching efficacy.